Method and apparatus for screening aspects of vision development and visual processing related to cognitive development and learning on the internet

ABSTRACT

A screening evaluation tool of the present invention provides instructions and mechanisms to probe areas of vision (related to learning). These areas include eye movements used during reading, visual imagery of mental pictorial images generated by viewing, visual recall of mental pictorial images maintained over time, mental manipulation of pictorial images transformed spatially and visual manipulation of mental pictorial images viewed from multiple spatial perspectives. The screening may be conducted remotely from any physical location via the Internet or other network. In addition, the present invention may be utilized for performing therapy, screening tests or more formal evaluations over the Internet. The screening tests and evaluations may be of multiple varieties and are made available for the purpose of further exploring or ruling out the need for further exploration of areas of dysfunction that relate to reduced performance in learning.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application claims priority from U.S. Provisional PatentApplication Ser. No. 60/348,363, entitled “Method And Apparatus forScreening Aspects of Vision Development and Visual Processing Related toCognitive Development and Learning on the Internet” and filed Jan. 16,2002, the disclosure of which is incorporated herein by reference in itsentirety.

BACKGROUND OF THE INVENTION

1. Technical Field

The present invention pertains to a methodology and tool by whichindividuals can participate in and obtain results of a screeningevaluation of aspects of vision development and visual processing. Theresults of the screening can aid individuals in obtaining help forlearning difficulties that are caused or exacerbated by inadequatevision development. In particular, the present invention pertains to ascreening evaluation tool that enables a screening evaluation to beconducted from any physical location via the Internet or other network.The present invention provides instructions and mechanisms to probeareas of vision (related to learning) including:

-   -   a. Eye movements used during reading;    -   b. Visual imagery of mental pictorial images generated by        viewing;    -   c. Visual recall of mental pictorial images maintained over        time;    -   d. Mental manipulation of pictorial images transformed        spatially; and    -   e. Visual manipulation of mental pictorial images viewed from        multiple spatial perspectives.

2. Discussion of Related Art

Generally, parents discover that their children are having difficultyperforming adequately in school months or years after the source of theproblem exists. There is no notification until a given child is farenough behind peers to warrant attention, and by that time the child isquickly falling farther behind. Once notified, parents begin an oftenpainful process of determining the source of the problem (e.g., if theproblem can be identified) and a corresponding solution (e.g., if asolution exists), or identifying a compensatory method or copingstrategy (e.g., if the problem cannot be ameliorated). This processoften takes a long time, can be very expensive, and may be incomplete interms of examining current and possible future learning methods for thechild.

The choices available to parents of children with learning difficultiesare varied. These include, but are not limited to, school educational orpsychoeducational testing, private educational or psychoeducationaltesting, medical evaluations, speech and language evaluations,psychological evaluations and neurological evaluations. Many of theevaluation methods can result in a diagnosis of learning disability withor without an evaluation of the cause of difficulty.

There are glaring deficiencies in the methodologies of testing forlearning difficulties. These deficiencies include the substantial timerequired for conducting testing, omission of areas tested that mayreveal root causes or exacerbations of learning problems, lack of amanner for eliminating the source or sources of dysfunction, andinadequate coping or compensatory mechanisms that do not address thesource(s) at all.

The systems that are currently in place and available to individualsseeking help in this area often do not test for, emphasize, nor seektreatment for any dysfunction or lack of development within anindividual's vision system.

OBJECTS AND SUMMARY OF THE INVENTION

Accordingly, it is an object of the present invention to facilitate thescreening of aspects of vision development and visual processing, overthe Internet or other network, that impact academic learning.

Yet another object of the present invention is to inform parents andother interested parties of the nature of the relationship betweenvision capabilities and learning disabilities to ensure that a majorsource of difficulty not be ignored to the detriment of thoseindividuals who have a learning-related vision dysfunction.

Still another object of the present invention is to provide informationthat an individual can use to obtain thorough evaluation and treatmentfor a problem that affects learning.

The aforesaid objects may be achieved individually and/or incombination, and it is not intended that the present invention beconstrued as requiring two or more of the objects to be combined unlessexpressly required by the claims attached hereto.

According to the present invention, a screening evaluation tool providesinstructions and mechanisms to probe areas of vision (related tolearning). These areas include eye movements used during reading, visualimagery of mental pictorial images generated by viewing, visual recallof mental pictorial images maintained over time, mental manipulation ofpictorial images transformed spatially and visual manipulation of mentalpictorial images viewed from multiple spatial perspectives. Thescreening may be conducted remotely from any physical location via theInternet or other network. In addition, the present invention may beutilized for performing therapy, screening tests or more formalevaluations over the Internet. The screening tests and evaluations maybe of multiple varieties and are made available for the purpose offurther exploring or ruling out the need for further exploration ofareas of dysfunction that relate to reduced performance in learning.

The above and still further objects, features and advantages of thepresent invention will become apparent upon consideration of thefollowing detailed description of specific embodiments thereof,particularly when taken in conjunction with the accompanying drawingswherein like reference numerals in the various figures are utilized todesignate like components.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a diagrammatic illustration of an exemplary system forfacilitating vision screening via the Internet from a user computer at aremote site.

FIGS. 2-21 are procedural flowcharts illustrating the manner in which avision screening is processed according to the present invention. Inparticular, the flow charts illustrate the manner in which a userinitially enters and receives information (FIG. 2), the manner in whichthe saccadic fixation (FIGS. 2-5), visual imagery (FIGS. 6-9), visualmemory (FIGS. 9-12), perspective (FIGS. 13-15) and transformation (FIGS.16-18) tests are conducted; the manner in which screening results aredisplayed (FIG. 19); and the manner in which help (FIG. 20) and examples(FIG. 21) are presented.

FIG. 22 is an exemplary illustration of a graphical user screen forsystem login.

FIG. 23 is an exemplary illustration of a graphical user screen for thesaccadic fixation test.

FIG. 24 is an exemplary illustration of a graphical user screenrequesting information observed during the saccadic fixation test.

FIG. 25 is an exemplary illustration of a graphical user screen for thevisual imagery test.

FIG. 26 is an exemplary illustration of a graphical user screen for thevisual memory test.

FIG. 27 is an exemplary illustration of a graphical user screen for theperspective test.

FIG. 28 is an exemplary illustration of a graphical user screen for thetransposition or transformation test.

FIGS. 29A-29D are exemplary illustrations of a graphical user screenpresenting screening results.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

An exemplary system for performing vision screening of end users fromremote computer systems is illustrated in FIG. 1. Specifically, thesystem includes one or more end user systems 8 and a server computersystem 4 wherein the server system is in communication with each of theend user systems via the internet or other network 6. The end usersystems typically reside at different end user sites 10, presumably theend user's home, and are generally implemented by a personal or laptopcomputer. Specifically, the end user computer systems may beconventional IBM-compatible or other types of personal computerspreferably equipped with a monitor, base including the processor,memories and internal or external communications devices or modems,keyboard and optional mouse or other input device. The end user systemseach include software (e.g., operating system, Internet browser, etc.)to communicate with server system 4 and appropriate components (e.g.,processor, disk storage or hard drive, etc.) having sufficientprocessing and storage capabilities to effectively execute thatsoftware. The end user systems may utilize any of the major platforms(e.g., Linux, Macintosh, Unix, OS2, Windows, etc.). Similarly, serversystem 4 is typically implemented by a conventional personal or othersuitable computer system preferably equipped with a display or monitor,a base including the processor, memories and internal or externalcommunication devices (e.g., modem, network cards, etc.)), keyboard andoptional mouse or other input device. The server system includessoftware (e.g., operating system, server software, screening toolsoftware, etc.) to communicate with end user systems 8 and processscreening requests, and appropriate components (e.g., processor, diskstorage or hard drive, etc.) having sufficient processing and storagecapabilities to effectively execute that software. The server system mayutilize any of the commercially available operating systems and/orserver software, and, under software control, implements the screeningtool of the present invention for processing screening requests from theend user computer systems. The screening tool is preferably implementedin Java Script and Java Server Pages, but may be implemented in anysuitable computer language. Server system 4 resides at a serviceprovider or host site 2, wherein the vision screening requests areserviced. The vision screening is performed by a user on an end usersystem 8 as described below.

The manner in which a vision screening is performed is illustrated inFIGS. 2-21. Initially, an end user accesses the screening tool residingon server system 4 via an end user system 8 and network 6 to conduct ascreening from a remote site. In particular and referring to FIGS. 2-5,the user enters biographical information requested by the tool at step20 (FIG. 2) on a tool login screen (FIG. 22). If the biographicalinformation is sufficiently filled in as determined at step 22, anoverall screening description is presented to the user at step 23. Oncethe user closes this description, the saccadic fixation test is loadedinto the user system at step 24. Saccadic movements are the very quick,relatively short eye movements that are utilized constantly during theact of reading. The movements are from word to word and from the end ofone line to the beginning of the next line. The eyes stop after eachsaccadic movement and fixate on the area of print upon which themovement has landed. In the ocular saccadic movement test, an individualrecites out loud the first and last numbers, letters or shapes displayedon lines, preferably ten, on the screen (FIG. 23). The test is scoredfor time and accuracy and reported against the norm for a correspondinguser age as described below. When the test loads at step 24, the userenters information at step 34 (FIG. 3) to either navigate to the nexttest as determined at step 35, view help information for the test asdetermined at step 36, view an example of the test as determined at step37 or start the test as determined at step 38. These functions arepreferably invoked by appropriate buttons displayed on the screen.

If help is selected as determined at step 36, a help screen is presentedas illustrated, by way of example only, in FIG. 20. Specifically, thehelp screen is displayed with context sensitive textual information atstep 1020. If the user selects close (e.g., clicks on a close button) asdetermined at steps 1022, 1024, the help window is cleared at steps1026, 1028 and the user returns to step 34 to either navigate to thenext test, view help information for the test, view an example of thetest or start the test as described above.

If the user selects an example as determined at step 37 (FIG. 3), anexample screen is displayed as illustrated, by way of example only, inFIG. 21. Specifically, the example screen is presented to the user withtext or a context sensitive animation reflecting the operation of thetest at step 1120. If the user selects close (e.g., clicks on a closebutton) as determined at steps 1122, 1124, the example window is clearedat steps 1126, 1128 and the user returns to step 34 to either navigateto the next test, view help information for the test, view an example ofthe test or start the test as described above.

Referring back to FIG. 3, if the user selects to start the test byclicking the READY button (FIG. 23) as determined at step 38, the linescontaining letters are displayed on the screen as described above andthe timing for the test is started at step 40. The user performs thesaccadic movement test as described above, and when the user clicks theDONE button (FIG. 23) as determined at steps 42, 44, the test time iscalculated at step 46 (FIG. 4) and a window (FIG. 24) is displayed tothe user that presents the test time and asks for user input on readingerrors and head movement during the test at steps 48, 50 (FIG. 4). Whenthe user enters this information and closes the window as determined atsteps 52, 54, the window is cleared and the user may enter informationat step 56 to either start the test, view help information for the test,view an example of the test or navigate to the next test viacorresponding steps 58, 60, 61, 62 (FIG. 5). If the user feels the testhas been preformed to the best of their ability and that the test timecannot improve, the user will choose to proceed to the next test at step62.

Referring to FIGS. 6-9, once the user proceeds to the next test, thevisual imagery test is loaded into the user system at step 70 (FIG. 6).Visual imagery is the immediate pictorial image that an individualconstructs upon viewing. The construction of a mental pictorial image isat the discretion of the viewer (e.g., one may retain or discard a givenimage) if that individual has developed the capacity to effect such aconstruction. In the visual imagery test, a tachistoscopic (e.g., flash)technique is utilized. The presentation of a series of numbers (FIG. 25)increase in difficulty (e.g., quantity of digits presented) and in flashspeed as success is obtained. The speed of presentation increases untilthe speed is faster than human eyes can move. At that point, theindividual must rely strictly upon visual imagery (e.g., a mentalsnapshot) in order to succeed. The results are reported against thenorms for a corresponding user age level as described below. Uponloading at step 70, the user enters information at step 80 (FIG. 7) toeither navigate to a previous test as determined at step 81, navigate tothe next test as determined at step 82, view help information for thetest as determined at step 83, view an example of the test as determinedat step 84, or start the test as determined at step 85. These functionsare preferably invoked by appropriate buttons displayed on the screen.

If help is selected as determined at step 83, a help screen is presentedwith context sensitive textual information as described above for FIG.20. If the user selects close (e.g., clicks on a close button) asdetermined at steps 1022, 1024 (FIG. 20), the help window is cleared atsteps 1026, 1028 and the user returns to step 80 to either navigate tothe previous or next test, view help information for the test, view anexample of the test or start the test as described above.

If the user selects an example as determined at step 84, an examplescreen is presented to the user with text or a context sensitiveanimation reflecting the operation of the test as described above forFIG. 21. If the user selects close (e.g., clicks on a close button) asdetermined at steps 1122, 1124 (FIG. 21), the example window is clearedat steps 1126, 1128 and the user returns to step 80 to either navigateto the previous or next test, view help information for the test, viewan example of the test or start the test as described above.

If the user selects to start the test by clicking the START button (FIG.25) as determined at step 85 (FIG. 7), a set of numbers is flashed tothe user at step 86 as described above. The quantity of numbers in theset and the time for which they are flashed are determined by thedifficulty level and the number of correct answers given thus far by theuser, respectively. When the user enters the answer (e.g., the numbersequence) at step 88, the answer is evaluated and a correct/incorrectindication is displayed at step 90. If the user enters the incorrectanswer, the correct answer is shown for proper feedback. Once the usercloses the correct/incorrect indication as determined at steps 92, 94(FIG. 8), the time for which the numbers are flashed before the user isadjusted; shorter for a correct answer and longer for an incorrectanswer. The test difficulty (e.g., quantity of numbers flashed) may alsobe adjusted upward at step 95 if the user is having considerable successat the current level. At this point, the user may enter information atstep 96 to restart the test, view help information for the test, view anexample of the test, navigate to the previous test or navigate to thenext test via corresponding steps 98, 100, 102, 103 and 104 (FIGS. 8-9).If the user feels the test has been performed to the best of theirability and cannot improve, the user will choose to proceed to the nexttest at step 104.

Referring to FIGS. 9-12, once the user proceeds to the next test, thevisual memory test is loaded into the user system at step 110 (FIG. 9).Visual recall is related to an individual's sight word vocabulary andspelling ability. In the visual thinking-recall test, a block pattern(e.g., squares) is initially viewed by the individual (FIG. 26).Subsequently, a question is presented in written form that is answeredby the individual and the blocks are presented again in a randompattern, at which time the individual moves (e.g., by use of thecomputer mouse or other input device) the blocks into the identicalpattern viewed originally. The individual's recalled pattern is matchedagainst the original presentation and “correct” or “incorrect” issignaled to the individual. As success is obtained, difficulty isincreased by adding colors to one or more of the blocks and byincreasing the complexity of the pattern. Results are reported againstnorms for a corresponding user age or grade level as described below.Upon loading at step 110, the user enters information at step 120 (FIG.10) to either navigate to the previous test as determined at step 121,navigate to the next test as determined at step 122, view helpinformation for the test as determined at step 123, view an example ofthe test as determined at step 124 or start the test as determined atstep 125. These functions are preferably invoked by appropriate buttonsdisplayed on the screen.

If help is selected as determined at step 123, a help screen ispresented with context sensitive textual information as described abovefor FIG. 20. If the user selects close (e.g., clicks on a close button)as determined at steps 1022, 1024 (FIG. 20), the help window is clearedat steps 1026, 1028 and the user returns to step 120 to either navigateto the previous or next test, view help information for the test, viewan example of the test or start the test as described above.

If the user selects an example at step 124 (FIG. 10), an example screenis presented to the user with text or a context sensitive animationreflecting the operation of the test as described above for FIG. 21. Ifthe user selects close (e.g., clicks on a close button) as determined atsteps 1122, 1124 (FIG. 21), the example window is cleared at steps 1126,1128 and the user returns to step 120 to either navigate to the previousor next test, view help information for the test, view an example of thetest or start the test as described above.

If the user selects to start the test by clicking the READY button (FIG.26) as determined at step 125 (FIG. 10), an arrangement of coloredshapes is presented to the user. The exact orientation of these shapesand the number of colors involved is determined by the difficulty level.This arrangement of shapes is displayed for a specified time delay atstep 126. This time delay decreases with each iteration of the test ifthe user correctly arranges the shapes on the previous iteration. Afterthe arrangement of shapes has been displayed for the specified timedelay, a simple unrelated question is asked of the user at step 127. Thepresentation of this question is such that the question will obstructfrom the user's view the shape arrangement. This forces the user tostore an image of the shape arrangement in their visual memory in orderto recall the arrangement correctly. Once the simple question isanswered at step 127, the question is cleared from the screen and theuser is presented with the blocks in order to attempt reconstruction ofthe original arrangement at step 128. The user will drag and drop theanswer blocks until the user believes the blocks represent the originalarrangement at step 130 (FIG. 11). When done, the user clicks the CHECKIT button (FIG. 26) as determined at step 132. The answer is evaluatedand a correct/incorrect indication is displayed at step 133. If the userenters the incorrect answer, the correct answer is shown for properfeedback. Once the user closes the correct/incorrect indication asdetermined at steps 134, 135, the delay time is adjusted at step 136;shorter for a correct answer and unchanged for an incorrect answer. Thetest difficulty may also be adjusted upward at step 136 if the user ishaving considerable success at the current level. At this point, theuser may enter information at step 138 (FIG. 12) to either restart thetest, view help information for the test, view an example of the test,navigate to the previous test or navigate to the next test viacorresponding steps 140, 142, 143, 144, 145. If the user feels the testhas been performed to the best of their ability and that testperformance cannot improve, the user will choose to proceed to the nexttest at step 145.

Referring to FIGS. 13-15, once the user moves to the next test, theperspective test is loaded into the user system at step 150 (FIG. 13).Spatial perspective is a capability of visual thinking that develops asan individual takes note of a view that is different from one's currentview. If one can mentally construct a view from a perspective that isdifferent from one's current perspective, that person is able tovisualize from multiple viewpoints. This ability is helpful in thecomprehension of printed material (e.g., viewing meaning from theauthor's perspective), in the conceptualization of mathematical concepts(e.g., perspectives of number, size, shape), and in studying and takingof tests (e.g., knowledge of what is critically important to the teacheror test constructor). In the visual thinking-spatial perspective test, apattern of blocks (e.g., composed of squares, triangles, and diamonds)is presented (FIG. 27) and the individual is asked to visualize how thatsame pattern would look from a different position or perspective (e.g.,as noted by the arrow in FIG. 27). The individual then moves a secondseries of blocks (e.g., with the first presentation of blocks stillavailable for viewing) via the keyboard or mouse into the pattern thatwould be seen from the requested perspective. When complete, theindividual is notified of whether or not the pattern construction is“correct” or “incorrect”. As success is obtained, pattern difficulty isincreased by adding complexity. Results are reported against norms for acorresponding user age or grade level as described below. Upon loadingat step 150, the user is presented with the display image for the test(FIG. 27) with an arrow indicating from which perspective the pattern isto be viewed at step 160 (FIG. 14). At this point, the user entersinformation at step 161 to either navigate to the previous test asdetermined at step 162, navigate to the next test as determined at step163, view help information for the test as determined at step 164, viewan example of the test as determined at step 165 or conduct the test asdetermined at step 166. These functions are preferably invoked byappropriate buttons displayed on the screen.

If help is selected as determined at step 164, a help screen ispresented with context sensitive textual information as described abovefor FIG. 20. If the user selects close (e.g., clicks on a close button)as determined at steps 1022, 1024 (FIG. 20), the help window is clearedat steps 1026, 1028 and the user returns to step 161 to either navigateto the previous or next test, view help information for the test, viewan example of the test or conduct the test as described above.

If the user selects an example as determined at step 165, an examplescreen is presented to the user with text or a context sensitiveanimation reflecting the operation of the test as described above forFIG. 21. If the user selects close (e.g., clicks on a close button) asdetermined at steps 1122, 1124 (FIG. 21), the example window is clearedat steps 1126, 1128 and the user returns to step 161 to either navigateto the previous or next test, view help information for the test, viewan example of the test or conduct the test as described above.

If the user selects to conduct the test, the user begins dragging anddropping the shapes on the right hand side of the display at step 161 torespond to the problem presented on the left hand side of the display(FIG. 27). Once the user has finished positioning the shapes, the userclicks on the CHECK IT button (FIG. 27) as determined at step 166 (FIG.14). The answer is evaluated and a correct/incorrect indication isdisplayed at step 168. Once the user closes the correct/incorrectindication as determined at steps 170, 172 (FIG. 15), the testdifficulty may be adjusted upward at step 174 if the user is havingconsiderable success at the current level. At this point, the userenters information at step 175 to either restart the test, view helpinformation for the test, view an example of the test, navigate to theprevious test or proceed to the next test via corresponding steps 176,177, 178, 179, 180. If the user feels the test has been performed to thebest of their ability and that the test performance cannot improve, theuser will choose to proceed to the next test at step 180.

Referring to FIGS. 16-18, once the user proceeds to the next test, thetransposition or transformation test is loaded into the user system atstep 190 (FIG. 16). Transposition is the act of mentally manipulating apictorial image into an image transformed by “flipping” or “rotating”that image. Patterns may be flipped around any body axis or rotated anynumber of degrees. An individual who can mentally transpose visuallypresented symbols can recognize the difference between letters that havesimilar characteristics and will therefore be less likely to retainreversals during printing. This ability is also helpful in comprehensionof abstract concepts during reading and in developing knowledge ofmathematical concepts. In the visual thinking-manipulation/transpositiontest, patterns composed of blocks (e.g., squares, triangles, anddiamonds) are presented (FIG. 28) and the individual is asked tovisualize how a given pattern would appear if the pattern were flippedtoward the individual, flipped to the left, flipped to the right, orrotated ninety degrees to the left, ninety degrees to the right, orone-hundred eighty degrees in either direction. The individual thenmoves a second set of blocks (e.g., with the first presentation stillavailable for viewing) via the keyboard or mouse into the transposedpattern requested. When complete, the individual is notified whether ornot the pattern construction is “correct or incorrect”. Results arereported against norms for a corresponding user age or grade level asdescribed below. Upon loading at step 190, the user is presented at step202 (FIG. 17) with the display image (FIG. 28) for the test with anarrow indicating which way to flip the shapes presented on the left sideof the screen to achieve success. At this point, the user entersinformation at step 204 to either navigate to the previous test asdetermined at step 205, view help information for the test as determinedat step 206, view an example of the test as determined at step 208 orconduct the test as determined at step 210. These functions arepreferably invoked by appropriate buttons displayed on the screen.

If help is selected as determined at step 206, a help screen ispresented with context sensitive textual information as described abovefor FIG. 20. If the user selects close (e.g., clicks on a close button)as determined at steps 1022, 1024 (FIG. 20), the help window is clearedat steps 1026, 1028 and the user returns to step 204 to either navigateto the previous test, view help information for the test, view anexample of the test or conduct the test as described above.

If the user selects an example as determined at step 208, an examplescreen is presented to the user with text or a context sensitiveanimation reflecting the operation of the test as described above forFIG. 21. If the user selects close (e.g., clicks on a close button) asdetermined at steps 1122, 1124 (FIG. 21), the example window is clearedat steps 1126, 1128 and the user returns to step 204 to either navigateto the previous test, view help information for the test, view anexample of the test or conduct the test as described above.

If the user selects to start the test, the user begins dragging anddropping the shapes on the right hand side of the display at step 204 torespond to the problem presented on the left hand side of the display(FIG. 28). Once the user has finished positioning the shapes, the userclicks on the CHECK IT button (FIG. 28) as determined at step 210 (FIG.17). The answer is evaluated and a correct/incorrect indication isdisplayed at step 212. Once the user closes the correct/incorrectindication as determined at steps 214, 216 (FIG. 18), the testdifficulty may be adjusted upward at step 218 if the user is havingconsiderable success at the current level. At this point, the userenters information at step 220 to either restart the test, view helpinformation for the test, view an example of the test, navigate to theprevious test or complete the screening via corresponding steps 222,224, 226, 228, 229. If the user feels the test has been performed to thebest of their ability and that the test performance cannot improve, theuser will choose to conclude the screening at step 229.

Once the user concludes the screening, the results are tabulated asdescribed below and presented to the user at step 230 (FIG. 19) via aresults screen (FIGS. 29A-29D). The user may print the results forfuture reference. If the user's test results do warrant furtherprofessional attention, the user is presented with referral optionsaccording to their previously provided biographical information at step232. When the user closes the results screen as determined at steps 234,236, the screening is complete.

The overall screening is basically partitioned into four screening areaswhere results can be reported. These areas include ocular movement(e.g., the Saccadic Fixation Test), visual imagery (e.g., the VisualImagery Test), visual memory (e.g., the Visual Memory Test) and visualthinking (e.g., Perspective and Transposition tests). Each test area hashistorically well-established norms by age or by grade when the testpresentation is standardized for instructional set and presentationmethod utilizing concrete materials (e.g., saccadic fixation charts ofparticular sizes, tachistoscopic presentation at set rates of speed,specific block patterns for recall, perspective, and transposition).

Results from a sample population including children, adolescents, youngadults, and older adults were determined to adjust expected resultswhere necessary. Each individual in the sample population had receivedtesting and diagnostic interpretation in each of the test areas usingtraditional presentation methods, hence, their achievement level wasknown. The purpose of the study was to verify scoring criteria fortraditional presentation versus presentation on computer screens.

Testing methodology is based on the concept that vision developmentcannot be accurately assessed with single presentations on a pass-failbasis. Presentations are therefore numerous. The scoring methodology foreach area is described below.

With respect to the saccadic fixation test, presentations include tenlines of ten symbols, where each line is randomized to avoidmemorization. Shapes are utilized for kindergarteners and first graders,numbers for first and second graders, and letters for first graders andgrades beyond first grade. Individuals may practice as much as desired.Scoring is accomplished by averaging the test times for at least threevalid iterations of the test (e.g., iterations taking longer than fiveseconds). The iterations are scored for time and accuracy and for thepresence or absence of head movement. Accuracy and head movementassessment require the input (e.g., by keyboard stroke) from theindividual tested or the accompanying adult as described above. Thetimes of the three valid iterations are averaged and the resultingaverage time or final score is compared to the norm for a correspondinguser age. Exemplary norms for corresponding user ages are indicated inTable I below.

TABLE I Minimum Maximum Age Acceptable Time Acceptable Time  3 18seconds 20 seconds  4 18 seconds 20 seconds  5 18 seconds 20 seconds  618 seconds 20 seconds  7 17 seconds 19 seconds  8 16 seconds 18 seconds 9 15 seconds 17 seconds 10 14 seconds 16 seconds 11 13 seconds 15seconds 12 12 seconds 14 seconds 13 11 seconds 13 seconds 14 10 seconds12 seconds 15  9 seconds 11 seconds   16+  9 seconds 11 secondsIf the average time is less than the Minimum Acceptable Time for a givenage, then the screening for this area is scored as passing. If theaverage time is greater than or equal to the Minimum Acceptable Time andless than the Maximum Acceptable Time for a given age, then thescreening for this area is scored as marginally passing and theindividual is recommended to rescreen in this area. If the average timeis greater than the Maximum Acceptable Time for a given age, then thescreening for this area is scored as failing.

The visual imagery test presents numerals (e.g., three to eight numeralsper presentation) to an individual at increasing speeds of presentation(e.g., from approximately three seconds to approximately 1/100^(th) of asecond). All presentations that are slower than 1/10^(th) of a secondare practice presentations. All presentations at 1/10^(th) of a secondand faster are scored for accuracy. Scoring is accomplished by comparingthe difficulty level (e.g., quantity of numerals) at which theindividual taking the test answered correctly for at least three validiterations of the test (e.g., iterations for which the flashing numberswere displayed for less than 1/10^(th) second). The highest number ofnumerals that are 1/10^(th) of a second or faster and correctlyreproduced becomes the final score and is compared to the norm for acorresponding user age. Exemplary norms for corresponding user ages areindicated in Table II below.

TABLE II Minimum Age Acceptable Level  3 1  4 1  5 2  6 2  7 3  8 3  9 310 3 11 3 12 3 13 4 14 5 15 6   16+ 6If the level or final score is less than the Minimum Acceptable Levelfor a given age, then the screening for this area is scored as failing.Thus, failure is defined as the inability to obtain accuratereproductions by keyboard strokes or other input devices at speeds ofpresentation at or above 1/10^(th) of a second or by the inability toobtain accurate reproductions for at least the expected number ofnumerals by age.

If the level or final score is equal to the Minimum Acceptable Level,but the number of tests where this result was achieved was less thanthree, then the screening for this area is scored as marginally passingand the individual is recommended to rescreen in this area. If the levelor final score is equal to or greater than the Minimum Acceptable Levelfor a given age and the number of tests where this result was achievedwas three or more, then the screening for this area is scored aspassing.

With respect to the visual thinking-recall test, presentations ofpatterns of blocks (e.g., squares) with an increasing number of colorsand increasing pattern complexity are viewed, then removed from thescreen and replaced by a question that must be answered by keyboardstroke or other input device. The individual is requested to reproducethe original pattern viewed by moving (e.g., via the keyboard) randomlyplaced blocks. Scoring is accomplished by ascertaining the difficultylevel at which the individual taking the test answered correctly for atleast three iterations of each test. This level serves as a final scoreand is compared to norms for age. Exemplary norms for corresponding userages are indicated in Table III below.

TABLE III Minimum Age Acceptable Level  3 2  4 3  5 3  6 3  7 4  8 4  94 10 4 11 4 12 4 13 4 14 4 15 4   16+ 4If the level or final score is less than the Minimum Acceptable Levelfor a given age, then the screening for this area is scored as failing.If the level or final score is equal to the Minimum Acceptable Level,but the number of iterations where this result was achieved was lessthan three, then the screening for this area is scored as marginallypassing and the individual is recommended to rescreen in this area. Ifthe level or final score is equal to or greater than the MinimumAcceptable Level for a given age and the number of iterations where thisresult was achieved was three or more, then the screening for this areais scored as passing.

The perspective test presents patterns of blocks (e.g., composed ofsquares, triangles, and diamonds) and the individual is asked tovisualize how a given pattern would look from a different position(e.g., as noted by an arrow). The individual then moves a second seriesof blocks (e.g., with the first presentation of blocks still availablefor viewing) via the keyboard or mouse into the pattern that would beseen from the requested perspective. As success is obtained, patterndifficulty is increased by adding complexity. The transposition ortransformation test presents patterns composed of blocks (e.g., squares,triangles, and diamonds) and the individual is asked to visualize how agiven pattern would appear if it were flipped toward the individual,flipped to the left, flipped to the right, or rotated ninety degrees tothe left, ninety degrees to the right, or one-hundred eighty degrees ineither direction. The individual then moves a second set of blocks(e.g., with the first presentation still available for viewing) via thekeyboard or mouse into the transposed pattern requested. As success isobtained, the complexity of patterns is increased.

Scoring on these tests is accomplished by ascertaining the difficultylevel for each test at which the individual taking that test answeredthe test correctly for at least three iterations. This serves as a finalscore for that test. For each of these tests, the difficulty level iscompared to norms for age. Exemplary norms for corresponding user agesare indicated in Table IV below.

TABLE IV Minimum Age Acceptable Level  3 2  4 3  5 3  6 3  7 4  8 4  9 510 5 11 5 12 5 13 5 14 5 15 5   16+ 5If the level or final score is less than the Minimum Acceptable Levelfor a given age in either one of the tests, then the screening for thattest and this area is scored as failing. If the level or final score isequal to the Minimum Acceptable Level, but the number of iterationswhere this result was achieved was less than three for either test, thenthe screening for that test and this area is scored as marginallypassing and the individual is recommended to rescreen in this area. Ifthe level or final score is equal to or greater than the MinimumAcceptable Level for a given age and the number of iterations where thisresult was achieved was three or more for either test, then thescreening for that test is scored as passing. If this was achieved forboth tests, then this area is similarly scored as passing.

Each area tested receives a pass or fail designation as described above.Age and grade expecteds are based upon the age and grade of theindividual being tested. Pass designates achievement of the taskcriterion equal to or higher than age or grade expected. Fail designatesinability to achieve or achievement of the task criterion below the ageor grade expected.

A cumulative pass/fail designation is acquired by a weighted formula inwhich greater weight is given to higher levels of achievement in visualthinking. It is therefore possible that one or more areas are designatedas failed, but the cumulative score designates pass, and vice versa.Referrals are recommended when a cumulative fail designation isobtained. Referrals are suggested for consideration when a faildesignation is obtained for any single test area. Referrals are tocertified vision development specialists presented based on geographiclocation of the individual tested. For example, if two or more areas areconsidered inadequate and there are signs and symptoms of learningdifficulty that could be related to inadequate vision development, thenthe recommendation to seek further evaluation and possible therapeuticintervention would be a very strong one. If only a single area isconsidered inadequate, the recommendation for complete evaluation isstill valid, for eliminating any gap in one's development is certainly avaluable goal. The tool may determine a recommendation and/or provideresults and instructions to enable an individual to determine a courseof action (FIGS. 29A-29D).

Each area probed can affect multiple aspects of academic achievement. Ifeach probed area is considered adequate, but there are still symptoms oflearning difficulties, it is possible that one has the capacity forlearning through vision but has chosen a different learning method. Itis possible to score adequately well in each separate area, and stillhave difficulty. Some individuals have developed mental imagery to ahigh level and have learned to use it in normal vision but not foracademic study. These individuals could still benefit from a completeevaluation of their vision system and a determination of how they learn.If each area probed is considered adequate and there are no signs orsymptoms of learning difficulty linked to vision, then one can feel muchmore comfortable eliminating vision related problems as a source oflearning difficulty and begin looking for help within other biologicalsystems which are considered important to learning. These areas includeauditory processing disorders, language disorders, chemical disordersand emotional disorders.

Server system 4 (FIG. 1) may further include a vision therapy tool toconduct on-line vision therapy. The vision therapy tool may be includedwithin the screening tool or be independent thereof and may be invokedfrom the server system by an end user system 8 via network 6. The visiontherapy tool applies tested vision therapy principles using the Internetor other network and associated networking technology. The visiontherapy tool includes a series of therapy modules to conduct activitiesthat are prescribed by certified professionals who tailor theconfiguration of the therapy modules and activities used in therapy onan individual basis. The modules are configurable such that the modulescan represent a raise in developmental level by one level or from thekindergarten level up to the adult level. The modules are alsoconfigurable to include the developmental areas of interest. Theactivities are scored by how well an individual does compared to thelevel of the individual at the start of the activity.

The therapy sessions are monitored by a therapy monitor (e.g., anadministrator or practitioner) that uses key data saved from eachindividual's therapy session to evaluate an individual's performance andprogress. As an individual or patient completes a therapy module oractivity, the therapy monitor is responsible for recommending a courseof action including: repeating the same module or activity, proceed to amore advanced module or activity, repeat a screening, conduct anin-office evaluation and/or discontinue activities for that area. Thetherapy modules or activities address the functional areas of saccadiceye movements, visual imagery, visual memory and visual thinking asdescribed below.

As described above, saccadic movements are the very rapid and somewhatjerky eye movements that are utilized over and over again during the actof reading. The movements are basically from word to word and from theend of one line to the beginning of the next line. The eyes stop aftereach saccadic movement and fixate on the area of print upon which themovement has landed. In the saccadic eye movement therapy module oractivity, the individual performs various eye movement tasksrepetitively that are designed to improve the saccadic eye movementspeed, range and accuracy of the individual performing the therapy. Atthe conclusion of each technique, results are shown to the individual toprovide feedback so that the individual knows if improvement hasoccurred. In addition, while the therapy is being performed, keyperformance data about the individual performing the therapy ismonitored to help determine the effectiveness of each therapeuticaction. This performance data includes timing and accuracy of mouseclicks and keystrokes that are used to indicate how well the individualunderstands and can perform the therapy. The results are recorded andcompared to previous results for the individual performing the therapyas well as to results that are established norms for age. The recordedresults are automatically reviewed by the therapy module to provideautomated progress reports to the therapy monitor.

Visual imagery is the immediate pictorial image that an individualconstructs upon viewing something as described above. The constructionof a mental pictorial image is at the discretion of the viewer (e.g.,one may retain or discard a given image) once that individual hasdeveloped the capacity to produce such an image. In the visual imagerytherapy module or activity, the individual performs various visualimagery tasks repetitively that are designed to improve the visualimagery ability of the individual performing the therapy. At theconclusion of each technique, results are shown to the individual toprovide feedback so that the individual knows if improvement hasoccurred. In addition, while the therapy is being performed, keyperformance data about the individual performing the therapy ismonitored to help determine the effectiveness of each therapeuticaction. This performance data includes timing and accuracy of mouseclicks and keystrokes that are used to indicate how well the individualunderstands and can perform the therapy. The results are recorded andcompared to previous results for the individual performing the therapyas well as to results that are established norms for age. The recordedresults are automatically reviewed by the therapy module to provideautomated progress reports to the therapy monitor.

As described above, visual memory is the ability to recall, over time,that which has been previously viewed. Visual memory is related toletter recognition, sight word vocabulary, spelling ability and mathfacts, such as times tables, formulas, lists (e.g., dates of events,shopping lists, etc.) and directions (e.g., map reading). In the visualmemory therapy module or activity, the individual performs variousvisual memory tasks repetitively that are designed to improve the visualmemory ability of the individual performing the therapy. At theconclusion of each technique, results are shown to the individual toprovide feedback so that the individual knows if improvement hasoccurred. In addition, while the therapy is being performed, keyperformance data about the individual performing the therapy ismonitored to help determine the effectiveness of each therapeuticaction. The performance data includes timing and accuracy of mouseclicks and keystrokes that are used to indicate how well the individualunderstands and can perform the therapy. The results are recorded andcompared to previous results for the individual performing the therapyas well as to results that are established norms for age. The recordedresults are automatically reviewed by the therapy module to provideautomated progress reports to the therapy monitor.

Visual thinking can be partitioned into two developmental areas (e.g.,spatial perspective and translational perspective) as described above.Spatial perspective is a part of visual thinking that develops as anindividual takes note of a view that is different from one's currentview. If one can mentally construct a view from a perspective that isdifferent from one's current perspective, then the individual is able tovisualize from multiple viewpoints. This ability is helpful in thecomprehension of printed material (e.g., viewing meaning from theauthor's perspective), the conceptualization of mathematical concepts(e.g., perspectives of number, size, shape) and studying and takingtests (e.g., knowledge of what is critically important to the teacher ortest constructor). Translational perspective is the aspect of visualthinking during which one mentally manipulates a pictorial image into animage transformed by flipping that image around any axis. An individualwho can mentally transpose visually presented symbols can recognize thedifference between letters that have similar characteristics (e.g., “b”and “d”) and will therefore be less likely to retain reversals duringprinting and reading. This ability is also helpful in the comprehensionof abstract concepts during reading or during listening, followingwritten or verbal instructions and in learning mathematical concepts. Inthe visual thinking therapy module or activity, the individual performsvarious visual thinking tasks repetitively that are designed to improvethe visual thinking ability of the individual performing the therapy. Atthe conclusion of each technique, results are shown to the individual toprovide feedback so that the individual knows if improvement hasoccurred. In addition, while the therapy is being performed, keyperformance data about the individual performing the therapy ismonitored to help determine the effectiveness of each therapeuticaction. The performance data includes timing and accuracy of mouseclicks and keystrokes that are used to indicate how well the individualunderstands and can perform the therapy. The results are recorded andcompared to previous results for the individual performing the therapyas well as to results that are established norms for age. The recordedresults are automatically reviewed by the therapy module to provideautomated progress reports to the therapy monitor.

The vision therapy tool may employ various graphical user screens toconduct therapy activities and receive and display information in amanner similar to that described above for the screening tool. Thescreens may be navigated in any manner, may be arranged in any fashionand may include any desired information (e.g., help, example, tool oruser information, etc.) and/or input mechanisms (e.g., links, buttons,etc.).

It will be appreciated that the embodiments described above andillustrated in the drawings represent only a few of the many ways ofimplementing a method and apparatus for screening aspects of visiondevelopment and visual processing related to cognitive development andlearning on the Internet.

The end user and server computer systems may be implemented by anypersonal or other type of computer system (e.g., IBM-compatible, Apple,Macintosh, laptop, palm pilot, etc.). The computer systems may includeany commercially available operating system (e.g., Windows, OS/2, Unix,Linux, etc.). The computer systems may further include any commerciallyavailable or custom software (e.g., server software, browser software,screening tool software, vision therapy software, etc.), and any typesof input devices (e.g., keyboard, mouse, voice recognition, etc.). It isto be understood that the software for the screening and therapy toolsof the present invention may be implemented in any desired computerlanguage and could be developed by one of ordinary skill in the computerarts based on the functional descriptions contained in the specificationand flow charts illustrated in the drawings. Further, any referencesherein of software performing various functions generally refer tocomputer systems or processors performing those functions under softwarecontrol. The computer systems may alternatively be implemented byhardware or other processing circuitry. The various functions of thescreening and therapy tools may each be distributed in any manner amongany quantity (e.g., one or more) of hardware and/or software modules orunits, computer or processing systems or circuitry, where the computeror processing systems may be disposed locally or remotely of each otherand communicate via any suitable communications medium (e.g., LAN, WAN,Intranet, Internet, hardwire, modem connection, wireless, etc.). Thetherapy tool may be included within the screening tool or be a separatestand-alone tool. The software, algorithms, tests and/or activitiesdescribed above and/or illustrated in the flow charts may be modified inany manner that accomplishes the functions described herein.

The network may be implemented by any communications network (e.g., LAN,WAN, Internet, Intranet, etc.), while the server and end user computersystems may include any conventional or other communications devices tocommunicate over the network. The screening and therapy tools of thepresent invention may each be implemented by any quantity of computersystems, and may each reside and/or be executed on the server, end-useror other third-party computer system or any combination of thesecomputer systems. The screening and therapy tools may each be availableon recorded medium (e.g., floppy diskettes, CD-ROM, memory devices,etc.) for use on stand-alone systems or systems connected by a network,or may each be downloaded (e.g., in the form of carrier waves, packets,etc.) to systems from a network.

The saccadic fixation test may present any quantity of lines, eachincluding any quantity of any type of symbols or characters (e.g.,shapes, letters, numbers, punctuations, icons, etc.). The test maypresent any type of symbols or characters to users of any age or level.The test may require a user to recite any quantity of characters at anyposition from any desired lines, or may require the user to “follow” amoving or reappearing symbol or icon around a display screen by usingthe mouse or other input device to click on or locate the moving orreappearing symbol or icon. Scoring may utilize any desired quantity ofvalid tests, where a test may be considered valid based on an anydesired criteria (e.g., test completion within any desired timeinterval, etc.). The times or mouse click or other input device locationaccuracies for valid tests may be combined in any fashion to determine afinal score (e.g., added, averaged, weighted, etc.). The score may bedetermined from the test results (e.g., time, difficulty level, quantityof test iterations, etc.) in any fashion and include any desired value(e.g., number or numeric range, letter, symbol, etc.).

The visual imagery test may present any quantity of numbers or othercharacters or symbols at any desired presentation speed (e.g., for anydesired time interval). The test may be adjusted in any fashion toadjust complexity (e.g., the quantity of characters presented and/or thetime interval of presentation may be altered in any fashion). The testmay present any type of symbols or characters to users of any age orlevel. Scoring may utilize any desired quantity of valid tests, where atest may be considered valid based on an any desired criteria (e.g.,test completion with any desired presentation time interval, etc.). Thescore may be determined from the test results (e.g., time, difficultylevel, quantity of test iterations, etc.) in any fashion and include anydesired value (e.g., number or numeric range, letter, symbol, etc.).

The visual memory test may present any quantity of blocks or shapes(e.g., circle, square, rectangle, polygon, triangle, characters,symbols, numbers, etc.) of any color and arranged in any fashion. Thetest may present the arrangement for any desired time interval. The testmay present any type of question to the user, or employ any othertechnique to remove the arrangement from view (e.g., flash thearrangement, remove the arrangement for a desired time interval, blankthe screen for a time interval, etc.). The test may provide any quantityof any type of blocks (e.g., any shape, color, etc.) to produce thepresented arrangement. The test complexity may be adjusted in anyfashion (e.g., altering the presentation time and/or complexity of thearrangement in any fashion). Scoring may utilize any desired quantity oftest iterations. The user levels may be assigned any desired values toindicate a particular level (e.g., numbers, letters, symbols etc.). Thescore may be determined from the test results (e.g., time, difficultylevel, quantity of test iterations, etc.) in any fashion and include anydesired value (e.g., number or numeric range, letter, symbol, etc.).

The perspective test may present any quantity of blocks or shapes (e.g.,circle, square, rectangle, polygon, triangle, characters, symbols,numbers, etc.) of any color and arranged in any fashion. The test mayrequest the user to reconstruct the arrangement at any desiredperspective and provide the user with any quantity of any type of blocks(e.g., any shape, color, etc.) for the reconstruction. The desiredperspective may be indicated in any fashion (e.g., arrow, etc.). Thetest complexity may be adjusted in any fashion (e.g., altering thecomplexity of the arrangement in any fashion). Scoring may utilize anydesired quantity of test iterations. The user levels may be assigned anydesired values to indicate a particular level (e.g., numbers, letters,symbols etc.). The score may be determined from the test results (e.g.,time, difficulty level, quantity of test iterations, etc.) in anyfashion and include any desired value (e.g., number or numeric range,letter, symbol, etc.).

The transposition test may present any quantity of blocks or shapes(e.g., circle, square, rectangle, polygon, triangle, characters,symbols, numbers, etc.) of any color and arranged in any fashion. Thetest may request the user to construct the arrangement rotated at anydesired angle and provide the user with any quantity of any type ofblocks (e.g., any shape, color, etc.) for the construction. The desiredrotation may be indicated in any fashion (e.g., arrow, etc.). The testcomplexity may be adjusted in any fashion (e.g., altering the complexityof the arrangement in any fashion). Scoring may utilize any desiredquantity of test iterations. The user levels may be assigned any desiredvalues to indicate a particular level (e.g., numbers, letters, symbolsetc.). The score may be determined from the test results (e.g., time,difficulty level, quantity of test iterations, etc.) in any fashion andinclude any desired value (e.g., number or numeric range, letter,symbol, etc.).

The scoring may utilize any desired levels and any quantity of testiterations. The results of each test may be evaluated in any fashion todetermine a pass/fail indication, while the results of the tests may beweighted and/or combined in any fashion (e.g., averaged, accumulated,any desired weighting, any combinations of individual pass/failindications or scores, etc.) to determine an overall pass/failindication or whether or not to provide referrals. The scores forindividual tests may be of any values and compared to any norms or otherdata in any fashion to achieve a final score for a test. The screeningtool may base recommendations or referrals on any desired score orscores combined in any fashion. The screening tool may determine arecommendation or course of action or provide scoring results andinstructions to enable a user or practitioner to determine a course ofaction.

The screens for the tools may be displayed and arranged in any fashionand include any desired information. The screens may request and/orreceive any desired information from a user (e.g., bibliographicinformation, physical information, personal information, etc.). Eachscreen may include any quantity of links, buttons or other input symbols(e.g., to navigate tests, to restart a test, to initiate help or examplescreens, to close screens, etc.) including any desired labels (e.g.,help, close, ready, check it, etc.). The tools may employ any quantityof screens or other input mechanisms (e.g., prompts, menus, windows,etc.), where these input devices may interact with users via any inputdevices (e.g., mouse, keyboard, voice recognition, touch screen, etc.).The screens may be presented or navigated in any order or fashion. Theresults screen may display results (e.g., scores for any quantity oftests and/or iterations, etc.) and/or provide recommendations orreferrals in any desired fashion (e.g., tables, text, images,directories, links, etc.). The screening and therapy tools may providereports in any desired format or arrangement. Further, the therapy toolmay produce recommendations based on therapy data (e.g., automatefunctions of the therapy administrator or monitor).

The screening and therapy tools may be associated with or executed fromthe same or different web sites, and may reside on the same or differentserver system or plural server systems. Further, the screening andtherapy tools may each include any quantity of any suitable tests oractivities (e.g., for vision, learning, therapy, etc.) conducted in anydesired order or arrangement to screen and provide therapy to users. Thetests and therapy may be administered in any fashion (e.g., based onattempts, timed, etc.) and with any quantity of symbols (e.g., numbers,letters, shapes, etc.) and/or iterations.

In addition, the server and/or end user systems may include login,security or other access control software and/or devices to controlaccess to the screening and/or therapy tools and/or enable storage andretrieval of information relating to prior screenings and/or sessionsfor particular users (e.g., for establishing user accounts,subscriptions and/or secure sessions, for saving and retrievinginformation relating to prior partial screenings or therapies (e.g., tocomplete the screening or therapy in plural sessions, to screen forparticular deficiencies, etc.) or full screenings or therapies, etc.).Further, the server and/or end user systems may include transactionalsoftware and/or devices in order to enable the systems to receivepayment (e.g., via credit or other transactional cards, funds transfer,etc.) for the screening and/or therapy.

It is to be understood that the terms “right”, “left”, “upward”,“downward” and the like are used herein merely to describe points ofreference and do not limit the present invention to any particularconfiguration or orientation.

From the foregoing description, it will be appreciated that theinvention makes available a novel method and apparatus for screeningaspects of vision development and visual processing related to cognitivedevelopment and learning on the Internet, wherein vision screeningand/or therapy may be conducted remotely to ascertain and/or enhancevision capabilities related to learning development.

Having described preferred embodiments of a new and improved method andapparatus for screening aspects of vision development and visualprocessing related to cognitive development and learning on theInternet, it is believed that other modifications, variations andchanges will be suggested to those skilled in the art in view of theteachings set forth herein. It is therefore to be understood that allsuch variations, modifications and changes are believed to fall withinthe scope of the present invention as defined by the appended claims.

1. A system for screening aspects of vision associated with learning inindividuals comprising: a processing system to evaluate aspects of uservision associated with learning, said processing system including: ascreening module to determine vision related causes of learningdifficulties of a user by presenting a plurality of tests to said useron a display and to conduct and process said tests, wherein each testscreens a corresponding aspect of user vision associated with learning,and wherein said screening module includes: an eye movement module topresent an eye movement test to said user on said display and to conductand process said eye movement test to screen user eye movement duringreading; a visual image module to present a visual image test to saiduser on said display and to conduct and process said visual image testto screen a user ability to construct a mental pictorial image byviewing; a visual memory module to present a visual memory test to saiduser on said display and to conduct and process said visual memory testto screen a user ability to visually recall mental pictorial images; aperspective module to present a perspective test to said user on saiddisplay and to conduct and process said perspective test to screen auser ability to visually manipulate mental pictorial images viewed fromvarious perspectives; and a transposition module to present atransposition test to said user on said display and to conduct andprocess said transposition test to screen a user ability to mentallytranslate or rotate pictorial images; and an evaluation module toevaluate user performance of said tests relative to corresponding normsfor those tests associated with user ages to determine a status of saidaspects of user vision as a cause of said learning difficulties, whereinsaid evaluation module includes: a status module to determine results ofeach said test based on said user performance, wherein said userperformance of each said test is compared to a corresponding norm forthat test associated with the age of said user to determine said statusof said corresponding vision aspect associated with each test; and adesignation module to produce an overall designation for said screeningrelating to an overall status of user vision aspects by weighting saidresults of each said test and combining said weighted results, whereinsaid overall designation for said screening includes one of pass andfail and said results of said perspective and transposition tests aregiven greater weight relative to remaining ones of said tests to producesaid overall designation.
 2. The system of claim 1, wherein saidprocessing system is accessible over a network by at least one end-userprocessing system to conduct said screening of said aspects of uservision remotely.
 3. The system of claim 2, wherein said network includesthe Internet.
 4. The system of claim 1, wherein said eye movement moduleincludes: a presentation module to present a plurality of lines, eachcontaining a series of characters, to said user on said display toenable said user to recite initial and terminal portions of each line;and a results module to determine an amount of time for said user toperform said recitations to determine results for said eye movementtest.
 5. The system of claim 1, wherein said visual image moduleincludes: a presentation module to present a series of characters for apredetermined time interval to said user on said display and facilitateentry of said presented characters by said user after expiration of saidtime interval; and a results module to compare said entered charactersto said presented characters to determine results for said visual imagetest.
 6. The system of claim 1, wherein said visual memory moduleincludes: a presentation module to present a series of objects in aparticular arrangement to said user on said display for a predeterminedtime interval and to facilitate manipulation of a second series ofpresented objects by said user into said presented arrangement afterexpiration of said time interval; and a results module to compare saidentered arrangement to said presented arrangement to determine resultsfor said visual memory test.
 7. The system of claim 1, wherein saidperspective module includes: a presentation module to present a seriesof objects in a predetermined arrangement and an alteration indicatorindicating a particular viewing perspective to said user on said displayand to facilitate manipulation of a second series of presented objectsby said user into said presented arrangement as viewed from saidindicated perspective; and a results module to compare said enteredarrangement to said presented arrangement in said indicated perspectiveto determine results for said perspective test.
 8. The system of claim1, wherein said transposition module includes: a presentation module topresent a series of objects in a predetermined arrangement and analteration indicator indicating a particular orientation to said user onsaid display and to facilitate manipulation of a second series ofpresented objects by said user into said presented arrangement orientedin said indicated orientation; and a results module to compare saidentered arrangement to said presented arrangement in said indicatedorientation to determine results for said transposition test.
 9. Thesystem of claim 1, wherein said evaluation module further includes: arecommendation module to determine a recommended course of action forsaid user based on said status of each vision aspect associated with acorresponding test.
 10. The system of claim 1, wherein said evaluationmodule further includes: a referral module to refer said user to apractitioner in accordance with a deficiency in user vision aspectsindicated by said status of each test or said overall designation. 11.The system of claim 1, wherein said processing system further includes:a therapy module to present at least one activity to said user on saiddisplay and to conduct and process said at least one activity, whereineach activity enhances a corresponding aspect of user vision associatedwith learning.
 12. A computer-implemented method of determining visionrelated causes of learning difficulties of a user by screening aspectsof vision associated with learning via a processing system comprising:(a) presenting a plurality of tests to said user on a display andconducting and processing said tests, wherein each test screens acorresponding aspect of user vision associated with learning, andwherein (a) further includes: (a. 1) presenting an eve movement test tosaid user on said display and conducting and processing said eyemovement test to screen user eye movement during reading; (a.2)presenting a visual image test to said user on said display andconducting and processing said visual image test to screen a userability to construct a mental pictorial image by viewing; (a.3)presenting a visual memory test to said user on said display andconducting and processing said visual memory test to screen a userability to visually recall mental pictorial images; (a.4) presenting aperspective test to said user on said display and conducting andprocessing said perspective test to screen a user ability to visuallymanipulate mental pictorial images viewed from various perspectives; and(a.5) presenting a transposition test to said user on said display andconducting and Processing said transposition test to screen a userability to mentally translate or rotate pictorial images; and (b)evaluating user performance of said tests relative to correspondingnorms for those tests associated with user ages to determine a status ofsaid aspects of user vision as a cause of said learning difficulties,wherein step (b) further includes: (b. 1) determining results of eachsaid test based on said user performance, wherein said user performanceof each said test is compared to a corresponding norm for that testassociated with the age of said user to determine said status of saidcorresponding vision aspect associated with each test; and (b.2 )producing an overall designation for said screening relating to anoverall status of user vision aspects by weighting said results of eachsaid test and combining said weighted results, wherein said overalldesignation includes one of pass and fail and said results of saidperspective and transposition tests are given greater weight relative toremainin2 ones of said tests to produce said overall designation. 13.The method of claim 12, wherein said processing system is accessibleover a network by at least one end-user processing system, and step (a)further includes conducting said screening of said aspects of uservision remotely.
 14. The method of claim 13, wherein said networkincludes the Internet.
 15. The method of claim 12, wherein step (a. 1)further includes: (a. 1.1) presenting a plurality of lines, eachcontaining a series of characters, to said user on said display toenable said user to recite initial and terminal portions of each line;and (a. 1.2) determining an amount of time for said user to perform saidrecitations to determine results for said eye movement test.
 16. Themethod of claim 12, wherein step (a.2) further includes: (a.2.1)presenting a series of characters for a predetermined time interval tosaid user on said display and facilitating entry of said presentedcharacters by said user after expiration of said time interval; and(a.2.2) comparing said entered characters to said presented charactersto determine results for said visual image test.
 17. The method of claim12, wherein step (a.3) further includes: (a.3.1) presenting a series ofobjects in a particular arrangement to said user on said display for apredetermined time interval and facilitating manipulation of a secondseries of presented objects by said user into said presented arrangementafter expiration of said time interval; and (a. 1.2) comparing saidentered arrangement to said presented arrangement to determine a resultsfor said visual memory test.
 18. The method of claim 12, wherein step(a.4) further includes: (a.4.1) presenting a series of objects in apredetermined arrangement and an alteration indicator indicating aparticular viewing perspective to said user on said display andfacilitating manipulation of a second series of presented objects bysaid user into said presented arrangement as viewed from said indicatedperspective; and (a.4.2) comparing said entered arrangement to saidpresented arrangement in said indicated perspective to determine a-see*eresults for said perspective test.
 19. The method of claim 12, whereinstep (a.5) further includes: (a.5.1) presenting a series of objects in apredetermined arrangement and alteration indicator indicating aparticular orientation to said user on said display and facilitatingmanipulation of a second series of presented objects by said user intosaid presented arrangement oriented in said indicated orientation; and(a.5.2) comparing said entered arrangement to said presented arrangementin said indicated orientation to determine results for saidtransposition test.
 20. The method of claim 12, wherein step (b) furtherincludes: (b.3) determining a recommended course of action for said userbased on said status of each vision aspect associated with acorresponding test.
 21. The method of claim 12, wherein step (b) furtherincludes: (b.3) referring said user to a practitioner in accordance witha deficiency in user vision aspects indicated by said status of eachtest or said overall designation.
 22. The method of claim 12, furtherincluding: (c) presenting at least one activity to said user on saiddisplay and conducting and processing said at least one activity,wherein each activity enhances a corresponding aspect of user visionassociated with learning.
 23. A program product apparatus including acomputer readable medium with computer program logic recorded thereonfor determining vision related causes of learning difficulties of a userby screening aspects of vision associated with learning via a processingsystem, said program product apparatus comprising: a screening module topresent a plurality of tests to said user on a display and to conductand process said tests wherein each test screens a corresponding aspectof user vision associated with learning, and wherein said screeningmodule includes; an eye movement module to present an eye movement testto said user on said display and to conduct and process said eyemovement test to screen user eye movement during reading; a visual imagemodule to present a visual image test to said user on said display andto conduct and process said visual image test to screen a user abilityto construct a mental pictorial image by viewing; a visual memory moduleto present a visual memory test to said user on said display and toconduct and process said visual memory test to screen a user ability tovisually recall mental pictorial images; a perspective module to presenta perspective test to said user on said display and to conduct andprocess said perspective test to screen a user ability to visuallymanipulate mental pictorial images viewed from various perspectives; anda transposition module to present a transposition test to said user onsaid display and to conduct and process said transposition test toscreen a user ability to mentally translate or rotate pictorial images;and an evaluation module to evaluate user performance of said testsrelative to corresponding norms for those tests associated with userages to determine a status of said aspects of user vision as a cause ofsaid learning difficulties, wherein said evaluation module includes: astatus module to determine results of each said test based on said userperformance, wherein said user performance of each said test is comparedto a corresponding norm for that test associated with the age of saiduser to determine said status of said corresponding vision aspectassociated with each test; and a designation module to produce anoverall designation for said screening relating to an overall status ofuser vision aspects by weighting said results of each said test andcombining said weighted results, wherein said overall designationincludes one of pass and fail and said results of said perspective andtransposition tests are given greater weight relative to remaining onesof said tests to produce said overall designation.
 24. The apparatus ofclaim 23, wherein said processing system is accessible over a network byat least one end-user processing system to conduct said screening ofsaid aspects of user vision remotely.
 25. The apparatus of claim 24,wherein said network includes the Internet.